Resources

Allday, R.A., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., & Russel, C.S. (2012). Training general educators to increase behavior-specific praise: Effects on students with EBD. Behavioral Disorders, 37(2), 87-98.

Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126-136.

Allen, G. E., Common, E. A., Germer, K. A., Lane, K. L., Buckman, M. M., Oakes, W. P., & Menzies, H. M. (2020). A systematic review of the evidence base for active supervision in pre-K–12 settings. Behavioral Disorders, 45(3), 167–182. https://doi.org/10.1177/0198742919837646

Aloe, A.M., Shislet, S.M., Norris, B.D., Nickerson, A.B., & Rinker, T.W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review,12, 30-44.

Athens, E.S., & Vollmer, T.R. (2010). An investigation of differential reinforcement of alternative behavior without extinction. Journal of Applied Behavior Analysis, 43, 569-589.

Caldarella, P., Larsen, R.A.A., Williams, L., Downs, K.R., Wills, H.P., & Wehby, J.H. (2020). Effects of teachers’ praise-to-reprimand ratios on elementary students’ on-task behavior. Educational Psychology, 40(10), 1306-1322.

Clarke, L.S., Haydon, T., Bauer, A., & Epperly, A.C. (2016). Inclusion of students with an intellectual disability in the general education classroom with the use of response cards. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 35-42. https://doi.org/10.1080/1045988X.2014.966801

Common, E.A., Bross, L.A., Oakes, W.P., Cantwell, E.D., Lane, K.L., & Germer, K.A. (2019). Systematic review of high probability requests in K-12 settings: Examining the evidence base. Behavioral Disorders, 45(1), 3-21.

Cowan, R.J., Abel, L., & Candel, L. (2017). A meta-analysis of single-subject research on behavioral momentum to enhance success in students with autism. Journal of Autism and Developmental Disorders, 47, 1464-1477.

Davis, C.A., Reichle, J.E., & Southard, K.L. (2000). High-probability requests and a preferred item as a distractor: Increasing successful transitions in children with behavior problems. Education and Treatment of Children, 23, 423-440.

Davis, D.H., Fredrick, L.D., Alberto, P.A., & Gama, R. (2012). Functional communication training without extinction using concurrent schedules of differing magnitudes of reinforcement in classrooms. Journal of Positive Behavior Interventions, 14(3), 162-172.

Downs, K. R., Caldarella, P., Larsen, R. A.A., Charlton, C. T., Wills, H. P., Kamps, D. M., & Wehby, J. H. (2018). Teacher praise and reprimands: The differential response of students at risk of emotional and behavioral disorders. Journal of Positive Behavior Interventions, 21(3), 135–147. https://doi.org/10.1177/1098300718800824

EBI Network. (2011). Differential reinforcement of an incompatible or alternative behavior. Retrieved from https://education.missouri.edu/wp-content/uploads/sites/21/2013/04/Differential-Reinforcement-of-an-Incompatible-or-Alternative-Behavior.pdf

Ennis, R.P., Lane, K.L., & Flemming, S.C. (2021). Empowering teachers with low-intensity strategies: Supporting students at-risk for EBD with instructional choice during reading. Exceptionality, 29(1), 61-79

Ennis, R.P., Royer, D.J., Lane, K.L., & Griffith, C.E. (2017). A systematic review of precorrection in PK-12 settings. Education and Treatment of Children, 40(4), 465-496.

Ennis, R.P., Schwab, J.R., & Jolivette, K. (2012). Using precorrection as a secondary-tier intervention for reducing problem behaviors in instructional and noninstructional settings. Beyond Behavior. 22(1), 1-11. https://doi.org/10.1177%2F107429561202200107

Evanoich, L.L., & Kern, L. (2018). Precorrection: Preventing predictable problem behaviors in school settings. Beyond Behavior, 27(2), 90-98. https://doi.org/10.1177/1074295618769892

Fitzgerald Leahy, L.R., Miller, F.G., & Schardt, A.A. (2019). Effects of teacher-directed opportunities to respond on student behavioral outcomes: A quantitative synthesis of single-case design research. Journal of Behavioral Education, 28, 78-106.

Flower, A., McKenna, J. & Haring. C. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163–169. https://doi.org/10.1080/1045988X.2016.1231109

Flynn, S.D., & Lo, Y. (2016). Teacher implementation of trial-based functional analysis and differential reinforcement of alternative behavior for students with challenging behavior. Journal of Behavioral Education, 25, 1-31. https://doi.org/10.1007/s10864-015-9231-2

Gage, N.A., Haydon, T., MacSuga-Gage, A.S., Flowers, E., & Erdy, L. (2020). An evidence-based review and meta-analysis of active supervision. Behavioral Disorders, 45(2), 117-128. https://doi.org/10.1177/0198742919851021

Griffith, D., & Tyner, A. (2019). Discipline reform through the eyes of teachers. Washington, D.C: Thomas B. Fordham Institute. Retrieved from http://fordhaminstitute.org/national/research/discipline-reform-through-the-eyes-of-teachers

Haydon, T., & Scott, T.M. (2008). Using common sense in common settings: Active supervision and precorrection in the morning gym. Intervention in School and Clinic, 43(5), 283-290.

Haydon, T., DeGreg, J., Maheady, L., Hunter, W. (2012). Using active supervision and precorrection to improve transition behaviors in a middle school classroom. Journal of Evidence-Based Practices for Schools, 13(1), 81–94.

ibestt Project, University of Washington. (2017). Intervention guide: Choice making. ibestt. Retrieved from: http://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/Choice-Making.pdf

ibestt Project, University of Washington. (2017). Intervention guide: High-probability requests. ibestt. Retrieved from: https://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/High-Probability-Requests.pdf

ibestt Project, University of Washington. (2017). Intervention guide: Opportunities to respond. ibestt. Retrieved from: https://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/Opportunities-to-Respond.pdf

Lane, K. L., Menzies, H. M., Ennis, R.P., Oakes, W. P. (2015). Supporting behavior for school success: A step-by-step guide to key strategies. New York: The Guilford Press.

Lane, K. L., Royer, D. J., Messenger, M. L., Common, E. A., Ennis, R. P., & Swogger, E. D. (2015). Empowering educators with low-intensity strategies to support academic engagement: Implementation and effects of instructional choice for elementary students in inclusive settings. Education & Treatment of Children, 38(4), 473-504.

LeGray, M.W., Dufrene, B.A., Mercer, S., Olmi, D.J., & Sterling, H. (2013). Differential reinforcement of alternative behavior in center-based classrooms: Evaluation of pre-teaching the alternative behavior. Journal of Behavioral Education, 22, 85-102.

LeGray, M.W., Dufrene, B.A., Sterling-Turner, H., Olmi, D.J., & Bellone, K. (2010). A comparison of function-based differential reinforcement interventions for children engaging in disruptive classroom behavior. Journal of Behavioral Education, 19, 185-204. https://doi.org/10.1007/s10864-010-9109-2

Lipschultz, J., & Wilder, D.A. (2017). Recent research on the high-probability instructional sequence: A brief review. Journal of Applied Behavior Analysis, 50(2), 424-428.

Maag, J.W. (2019). A meta-analysis and quality of high-probability request sequence studies for improving youth compliance and persistence. Journal of Psychology and Behavioral Science, 7, 17-30. https://doi.org/10.15640/jpbs.v7n1a3

MacSuga-Gage, A.S., & Simonsen, B. (2015). Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature. Education and Treatment of Children, 38(2), 211-240.

Martin, B., Sargent, K., Van Camp, A., & Wright, J. (2018). Intensive intervention practice guide: Increasing opportunities to respond as an intensive intervention. Washington, DC: US Department of Education, Office of Special Education Programs. Retrieved from https://files.eric.ed.gov/fulltext/ED591076.pdf

McCormick, J., & Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278-293.

Muharib, R., Dowdy, A., Rajaraman, A., & Jessel, J. (2022). Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis. Autism, 36(4), 761-781.

O’Handley, R. D., Olmi, D. J., Dufrene, B. A., Radley, K. C., & Tingstrom, D. H. (2022). The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms. Journal of Positive Behavior Interventions, 0(0). https://doi.org/10.1177/10983007221091330

Oliver, R. M., & Reschly, D. J. (2007, December). Effective classroom management: Teacher preparation and professional development. National Comprehensive Center for Teacher Quality issue paper. Retrieved from https://files.eric.ed.gov/fulltext/ED543769.pdf

Ramsey, M.L., Jolivette, K., Patterson, D.P., & Kennedy, C., (2010). Using choice to increase time on-task, task-completion, and accuracy for students with emotional/behavior disorders in a residential facility. Education and Treatment of Children, 33(1), 1-21.

Rispoli, M., Lang, R., Neely, L., Camargo, S., Hutchins, N., Davenport, K., & Goodwyn, F. (2013). A comparison of within-and across-activity choices for reducing challenging behavior in children with autism spectrum disorders. Journal of Behavioral Education, 22, 66-83. https://doi.org/10.1007/s10864-012-9164-y

Royer, D.J., Lane, K.L., Dunlap, K.D., & Ennis, R.P. (2019). A systematic review of teacher-delivered behavior-specific praise on K-12 student performance. Remedial and Special Education, 40(2), 112-128. https://doi.org/10.1177%2F0741932517751054

Sullivan, W.E., & Roane, H.S. (2018). Incorporating choice in differential reinforcement of other behavior arrangements. Behavioral Development, 23(2), 130-137.

Sutherland, K.S., Wehby, J.H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8, 2-8.

Trussell, R.P. (2008). Classroom universals to prevent problem behaviors. Intervention in School and Clinic, 43(3), 179-185.

Van Camp, A.M., Wehby, J.H., Martin, B.L.N., Wright, J.R., & Sutherland, K.S. (2020). Increasing opportunities to respond to intensify academic and behavioral interventions: A meta-analysis. School Psychology Review, 49(1), 31-46. https://doi.org/10.1080/2372966X.2020.1717369

van der Mars, H., Darst, P., Vogler, B., & Cusimano, B. (1994). Active supervision patterns of physical education teachers and their relationship with student behaviors. Journal of Teaching in Physical Education, 14(1), 99-112. https://doi.org/10.1123/jtpe.14.1.99

Wehby, J.H.,& Lane, K.L. (2019). Classroom management. In S.G. Little & A. Akin-Little (Eds.) Behavioral interventions in schools: Evidence-based positive strategies (2^nd ed., pp. 61-76). Washington, DC: American Psychological Association.

Zane, T., Davis, C. (2013). Differential reinforcement procedures of other behavior (DRO). In F.R. Volkmar (Ed.) Encyclopedia of autism spectrum disorders. (pp. 962-966). New York: Springer. https://doi.org/10.1007/978-1-4419-1698-3_1903